►or a Lillian Sullivan
Su\\v<iav>, N L.
•
BOSTON UNIVERSITY
SCHOOL OF EDUCATION
AMITY OR ANNIHILATION
How Teachers Can Promote World Unity
Through Inter cultural Education
Service Paper
Submitted by
Nora Lillian Sullivan
(B.S. in Ed., Teachers College of Boston, 1933)
In partial fulfillment of requirements for the
degree of Master of Education
1947
First Reader: Dr. John J. Mahoney, Professor of Education
Second Reader: Mr, Franklin C. Roberts, Professor of Education
B-^ton Unrversrty
School of Education
Library
AprA
ACKNOWLEDGMENT
To Professor John J. Mahoney this work
is respectfully dedicated as an acknowledgment
of his invaluable aid in allowing me free
access to his extensive intercul tural education
library at Boston University and in appreciation
of his help with the interpretations of nuances
centering around "intergroup understanding,
respect, and good will."
AMITY OR ANNIHILATION
How Teachers Can Promote World Unity
Through Intercultural Education
Theme
"There is at least one defense against this bomb.
That defense lies in our mastering the science of human
relationships all over the world. It is the defense of
tolerance and understanding, of intelligence and
though tf ulne ss,
"I know that education will meet that challenge.
If our civilization is to survive, it must."
President of the United States, Harry S. Truman
Address at Pordham University, New York, May 11, 1946.
TABLE OP CONTENTS
Chapter Page
I. The Challenge to Education 5
A. The atomic bomb crisis 5
1. Opinion of scientists 5
2. Conclusion of President Truman 5
B. Basis of the present difficulty 6
1 . Conflict between science and humanity 6
2. Divergence among peoples 6
C. Type of education needed 6
1. Science of human relationships 6
2, Elimination of intolerance 6
D. The educator as a leader 6
1. Chief influence on youth 6
2# Reflects bias or tolerance 6
II . Background Equipment for the Educator 7
A. Twin approaches to amity 7
1, Eradication of ignorance 7
2. Emotional conditioning 7
B. Effect of education on attitudes 7
1. Report of Allport on education 7
2, Results of specific procedures 7
C. Reading as a primary requisite 8
1 . Background for personal contact 8
2, Sympathetic predispositions 8
D. Objectives of the readings 8
1. To furnish overviews 8
2» To eradicate personal bias 8
E. Avenues of entrance into the problem 9
1. Studies of prejudice 9
2. Religious and racial aspects 10
F. Annotated readings for personal tolerance 11
1. Books with chapters indicated 11
2. Bulletins, pamphlets , and articles 17
III. Professional Materials for the Educator 29
A. The importance of the educator 29
1. Impact on students 29
2. Molder of future ideals 29
B. Responsibilities of modern teachers 29
1. Restoration of world order 29
2. Development of future security 29
C. Educational progress toward unity 29
1, International exchanges in science 30
2. Integration through broadcasting 30
D. International unity through UNESCO 30
1. United Nations Educational, Scientific
and Cultural Organization 30
2. Provisions to unite the universe 30
E. Anticipated results of UNESCO 31
1 . World knowledge of current teachings 31
2. Elimination of frictional philosophies 31
P. Implications for education 31
1. Need for becoming prejudice-free 31
2. Necessity for new teaching procedures 32
G. Annotated readings for productive teaching 33
1. Books on approaches, avoidable pitfalls,
and helpful agencies 33
2. Bulletins on latest developments, plans,
and suggested units 38
IV, Materials for Student Training 45
A. Signs of student interest in unity 45
1. Attendance at United Nations sessions 45
2. Numerous Youth Congresses 45
B. Implications for the schools 46
1. Tolerant views needed for leadership 46
2, Diversities as bases for amalgamation 46
C. Characteristics of books appealing to youth 47
1, Short with a modern vocabulary 47
2. Picture format and dramatic style 47
D. Annotated readings for students 50
1. Books: anthologies, biographies, and
case studies of prejudice 50
2. Periodicals and articles on what to
do and how to do it 53
V. The Answer to the Challenge 63
A, Objective ran international social democracy 63
1. Former attempts at unity were weak 63
2. Concerted world effort emerging 63
B. Basic outline for "One World" 64
1. Charter of the United Nations 64
2. Article I, Sections 2 and 3 64
6. Implications for all peoples 65
1. Objective known to all 65
2. Importance of each one to the plan 55
D. Specific aids to amity 65
1. Types of readings 65
2. Things to do 66
E. Twelve suggestions for educators 69
1. Inside the classroom 69
2. Outside the classroom 73
F. Result: amity, not annihilation 75
VI. Bibliography 76
VII. Appendix - Materials Free to Educators 86
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I. The Challenge to Education
Every era develops a crisis without a pattern. To
its own age, the impending catastrophe looms taller than any
one preceding. Prophets of doom myopically bewail the current
stage of things, predicting complete disaster. Civilization
has survived its perilous times because optimistic men have
hopefully set down solutions and experimented with the most
plausible suggestions, until, once more, a semblance of norm-
ality reigned. Both attitudes take cognizance of the pitfalls
but the saviors of mankind use intelligent courage to preserve
their world.
The twentieth century cataclysm reached its apex with
the insuperable horror of the atomic bomb. Few minds can en-
compass the magnitude of the chain reaction which, if released
by a hostile power, will have as its ultimate possibility,
complete disintegration of the universe. The men on the Man-
hattan Project who created the U235 weapon have set forth the
alternatives in these terse words: One World or None I ^ No one
challenges President Truman's conclusion: "Civilization cannot
survive an atomic war."
The root of the present difficulty lies in the fact
tha t science has too quickly knit together the wide spaces of
1
One World or None, Dexter Masters, editor. New York:
Whittlesey House; 1946.
2
Address by President Truman at Pordharn University on
May 11, 1946^Boston Globe /May 12, 1946). p. 28
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distance. Man needs to accelerate his pace. "Not charters,
not statesmen, but only the peoples can make one world and they
3
must." How can two billion people, divided as they are by
color, creed, race, and culture possibily live in harmony?
The answer lies in necessity. "We are faced with the preeminent
fact, that if civilization is to survive, we must cultivate the
science of human relationships - the ability of all peoples, of
all kinds, to live and work together in the same world at
4
peace • "
Where shall a task of such bewildering magnitude
begin? Since ignorance breeds those triple spearheads of world
unrest - misunderstanding, mistrust, and intolerance - the
solution would appear to lie in knowledge. World-mindedness ,
although coated with emotional aspects, is basically an intel-
lectual problem. The job, therefore, is one that lies at the
doorstep of the school. Education must take up this momentous
task of producing mutations in civilization because the educa-
tive process, although slow, is the only one which can cause
permanent changes in attitudes.
Is education equipped for the task? One segment of
the field, called intercultural education, has for many years
3
One World But Not One People, James Morgan. Boston Globe,
(May 19, 1940. p. 4A Editorial.
President Truman's Address at Pordham University,
May 11, 1946. Glob_e, (May 12). p. 28.
- -
devoted itself to building mutual confidence and trust among
diverse groups through understanding. The term, intercultural
education, appears to have come into prominence about 1938 to
signify a science of human relationships dealing with an area
more comprehensive than race relations but not so wide as
international education. Far-seeing men in the United States
realized the need for better ways of producing intergroup
harmony. The old "melting pot theory" of leveling cultures to
one dominant type had failed to eliminate discordance. To
replace this obsolete idea, ca:r.e such suggestions as "cultural
pluralism" which emphasized intergroup respect based on under-
standing; "transnationalism" which proposed the weaving
together of varied cultures into a pattern without loss of
individual identity; and the "community theory" which encouraged
divergencies , so that, by a process of adjustment, groups
could be led toward an international outlook. The aim in all
these proposals is the building of harmonious relations through
sympathetic understanding and exchange of cultural ideas.
Here is the germ of peace. The United States has
representatives of all the large culture groups. If teachers
will concentrate their efforts upon teaching diverse groups
to acquire complete confidence in one another so that they can
adjust their economic and political differences amicably, this
country can become the leader in promoting world unity. The
sole chance of attaining a universe without war lies with
•
those educators who, by unbiased attitudes, by utilization
of effective intercultural techniques and by influence on
pliant youth, can create attitudes of appreciation for the
traditions of other peoples. When this atmosphere permeates
the United States, a nucleus of world unity will have been
established. From there, similar work can be attempted abroad.
Thus can national boundaries be transcended without need for
force. If, however, educators fail to accept this challenge,
the result will be anarchy and annihilation.
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II. Equipment For The Task
Having thus been thrust Into the role of mankind's
single desperate hope for survival, how shall education lay the
foundations? Two bases appear to be paramount: (1) eradication
of ignorance and (2) emotional conditioning. Dispelling of
wrong ideas will do much toward understanding of and sympathiz-
ing with heterogeneous groups at home and abroad; for bias is
the "fruit of mental indolence."5 The intellectual approach,
however, is not enough, because unconsciously, emotions color
every act of our lives, too often blocking receptivity to ideas.^
Educators, then, serving as psychiatrists to a fear-
ridden, intolerant world, must not only study others to determine
the most helpful approach but must first tone down to the point
of non-existence, their own prejudices. Can this be done? A
study by Professor Gordon Allport of Harvard University reveals
that general education tends to decrease bigotry because college
students demonstrate less prejudiced reactions than do people
with only high school backgrounds. If such results are obtained
without specific attention to the elimination of bias, educators
with a definite purpose can produce in themselves and in others,
open-minded dispositions toward all groups, however unlike.
5
Isabel Currier, Prejudice Among The Unprejudiced.
Common Ground: ( Spring Issue, 1946). p« 3.
6
Thomas Briggs, What The Emotions Do To Our Thinking
Teachefs College Record:( February, 19351 p. 572.
♦
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V7here shall the educator begin? Undoubtedly,
readings, wide and discriminating, furnish the primary solution.
Personal contacts come lat«r after proper books and articles
have furnished the background o f understanding. Otherwise, one
will feel distinctly uncomfortable, or worse, may commit griev-
ous errors in relationships with groups different from his own.
Richard Wright, in his novel, Native Son, portrays such a situa-
tion when Mary Dalton, with the best of intentions, shows un-
conscious snobbery in her hail-fellow-well-met treatment of her
Negro chauffeur, Bigger. Cornerstones of international brother-
hood must be laid among educators by study. They must work to
become "social democrats, people of quality."^ This is essen-
tial because "we are teaching respect for human rights to the
G-ermans and the Japanese. But we shall stultify ourselves, we
shall forfeit our moral leadership and give aid and comfort to
the enemies of peace and justice, so long as our words abroad
are contradicted by our deeds at home. What educators must
strive to attain by saturation in these readings is a sense of
fellowship with all peoples, a driving desire "for understanding
and good will among different races, classes, national! ties, and
creeds . "^
Is there enough material available to give the
interested seeker of information what he needs? Pairminded
1
John J. Mahoney, For Us the Living, Harper Brothers, 1945, p. 173
8
Editorial from America, (March 23, 1946^, p. 634
9
John J. Mahoney, For Us the Living, Harper Brothers, 1945,
•
men have long been conscious of "the race haters, the religious
bigots, the snobs, the patriots of the jingo school, all those
myopic fraternalists who build barriers of prejudice to separate
man from his f ellowman."10 It is an age old problem but
writers have only yesterday turned the full play of their in-
tellects upon the intricate facets. Today, with desperate
urgency, books, newspapers, bulletins, magazines, and profes-
sional journals pour out suggestions.
The interested adult will find the following annotated
list of books and magazines helpful as a nucleus of background
information. He can, for example, become acquainted with the
general problem in Ruth Benedict's book, Race; Science and
Politics; in the article by Carey McWilliams, Minority Groups
in the United States; and in the book by Brown and Roucek,
One America. If the investigator prefers to effect an entrance
into the problem through a general study of prejudice, the
following are enlightening discussions: What the Emotions Do to
Our Thinking by Thomas Briggs, The Bigot in Our Midst by Gordon
Allport, and The Art of Straight Thinking by Edwin Clarke.
Because of the revival of the Ku Klux Klan in Georgia, perhaps
the religious aspect of better relations is the reader's chief
concern. Catholics, Jews, and Protestants by Silcox and Fisher
presents authoritative and accurate information. The Seminar
10
John J. Mahoney, For Us The Living. Harper Brothers, 1945.
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at Harvard in 1929 sets forth a penetrating analysis of rela-
tions among Catholics, Jews, and Protestants. Jews in a Gentile
World gives the views of Christians and Jews on anti-Semitism.
All in The Name of God by Everett Clinchey traces the growth of
intergroup conflicts in religious fields. At present, "the
color line is the 'hot' American problem and also an explosive
world problem. The most widely quoted study in this field
is An American Dilemma by Gunnar Myrdal. This has been ably
condensed in a pamphlet entitled: The Negro in America by
Maxwell Stewart. A temperately presented piece of work is The
Race Question and the Negro by John LaFarge. Thinking people
agree with the views of H. G. McGinnis in his Negro Digest
article entitled Why Bigotry? when he warns that unless the
United States ends the myth of Negro inferiority, she will place
in the hands of unsympathetic nations a powerful weapon against
our leadership in world affairs.
Using these signposts as guides, or exploring his
self-chosen avenues of interest, the adult desirous of con-
tributing a healthy and informed viewpoint toward the problems
of the atomic age, is invited to sample the appended readings.
11
America, March 30, 1946." Theatre Column"by Theophilus Lewis.
p. 662.
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Adamic, Louis. FROM MANY LANDS
Harper and Brothers: New York, 1940
Fiction with the ring of truth portrays the problems
of American groups about which we might otherwise be ignorant:
Doctor Eliot Steinberger, Manda from Croatia, Ma and Pa Karas
from Bohemia, and the Finnish Americans, for example. "A
Young American with a Japanese Face" is poignantly written.
Benedict, Ruth. RACE: SCIENCE AND POLITICS
New York: Modern Age Books, 1940.
A noted anthropologist shows that the facts of race
and the claims of racism are widely divergent. Part I deals
with race, migration, hereditary traits, and superiority of
races. Part II presents the history of racism, nationalism,
and class conflicts. Chapter VI "Who is Superior?" contains
attention-attracting facts about the physiological, psycholo-
gical, and cultural aspects of mankind.
Brown, Francis and Joseph Roucek. ONE AMERICA
New York: Prentice Hall Inc.
1945.
This scholarly book, written from a sociological
viewpoint, gives a systematic evaluation of the contributions
of each minority group to the total cultural life of the United
States. Each of the five divisions of the work interprets a
phase of the problem through the medium of essays written by
experts. Attention is called to some unusual findings in
Chapter XXX "Changing Attitudes Through Classroom Instruction"
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and Chapter XXXV, "Future Steps Toward Cultural Democracy."
An extensive bibliography for each minority group is helpful
for further study.
Clarke, Edwin. THE ART OF STRAIGHT THINKING
New York: D. Apple ton Company, 1952.
A primer of scientific method for social inquiry.
Since prejudice is a principal obstacle to scientific thinking,
its removal is important. Chapter II lists five specific
causes of prejudice and discusses why prejudice is difficult
to eliminate. Chapter III, "Cures and Preventives of Prejudice"
is valuable. Reports of psychological experiments add interest.
Clinchy, Everett. ALL IN THE NAME OF GOD
New York: John Day Company, 1934.
Impartially, the author traces the history of inter-
group conflicts in America, listing the persecutions which were
done "all in the name of God." Chapter I, "Our Dismal Heritage"
begins one hundred years ago with the burning of the Ursuline
Convent in Charlestown. Other notable chapters are VIII,
"Klan and Church Schism," XI, "Rise of Anti-Semitism in America"
and XIV, "Cultural Pluralism."
Graeber, Isacque and Stewart Britt. JEWS IN A GENTILE WORLD
New York: MacMillan Co.
19*2.
Experts from many fields - sociology, anthropology,
psychology, history, and philosophy - discuss the problems of
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anti-Semitism. Over half the writers are Gentiles. Noteworthy
are Part III on "The Origin of the Anti-Semitic Attitude" and
Part VI on "The Mirage of the Economic Jew."
Hansen, Marcus. THE IMMIGRANT IN AMERICAN HISTORY
Mass: Harvard University Press, 1940.
Successive waves of immigrants brought varying
contributions to the American way of life. The effects of
religion are especially well-drawn in these essays. Chapter VI
"Immigration and American Culture" and Chapter VI "Immigration
and Democracy" are very well presented.
Johnson, Charles. GROWING UP IN THE BLACK BELT
American Council on Education
Washington, D.C., 1941
Such devices as life history documents, family case
studies, interviews, and psychological tests have been used to
show the effects upon the personality of rural Negroes in their
membership in a minority group. Chapter XI "Relations with
Whites" is significant.
LaFarge, John. THE RACE QUESTION AND THE NEGRO
New York: Longmans Green, 1940.
What race is - the present status of the Negro -
economic opportunity - social equality and intermarriage -
education-foibles and fallacies - these are temperately pre-
sented in this Catholic view of interracial justice.
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Lasker, Bruno. RACE ATTITUDES IN CHILDREN
New York: Henry Holt and Company, 1929.
Filled with personal accounts of problems in human
relations, this voluminous study discloses the bases of social
disharmony. Race attitudes in children, how they are acquired,
and where they are taught, bring out specific discussions of
such topics as racial instincts, race pride, and influences in
and out of school. Part IV "How May Race Attitudes Be Modified?"
is most significant for educators.
Locke, Alan and Bernard Stern, editors. WHEN PEOPLES MEET
New York: Committee on Workshops,
N.E.A., 1942
A stimulating source book of writings from innumerable
authors, this study of race and culture contacts has a most
helpfully detailed table of contents. Attention is called to
"Negro Character as Seen by White Authors," "Sources of Anti-
Semitism," and "Unorthodox Race Doctrine in Hawaii."
Mead, Margaret. AND KEEP YOUR POWDER DRY
New York: William Morrow, 1942.
An anthropologist suggests what Americans must do if
they wish to build the world anew. She discusses differences
among peoples which she shows are due to culture and not to
race; she suggests ways of blending innovation and conformity;
and she exposes the strengths and weaknesses of American charac
ter in contrast to more primitive peoples. "We Are All Third
Generation" is of great interest.
- 15—
Myrdal, Gunnar. AN AMERICAN DILEMMA
New York: Harper and Brothers, 1944,(2 Vols.)
One finds here exhaustive reports on every aspect of
the Negro situation: leadership, personality, theories, organi-
zations, churches, schools, press, and institutions. Chapter
41, Vol. 2, discusses the development of education in the South,
white attitudes toward Negro education, industrial versus
classical education, and present problems. The book is widely
quoted and used as a reference,
Negro in Chicago. STUDY OF RACE RELATIONS AND A RACE RIOT
Chicago Commission on Race Relations
Illinois: University of Chicago Press, 1922.
Made vivid with numerous illustrations and maps,
discussions center about such vital points as the following:
Chapter III, "Migration from the South," Chapter V, "Negro
Housing Problem," Chapter VI, "Racial Contacts" ( schools ) ,
Chapter VII, "Crime and Vicious Environment," Chapter VIII,
"Negro in Industry" (labor unions), Chapter IX, "Public Opinion
in Race Relations" (segregation, riots, and publicity).
Ottley, Roi. NEW WORLD A- COMING-
Boston: Houghton Mifflin Company, 1943.
Subtitled Inside Black America, this exposition of
Negro nationalism is a revelation done in fascinating prose.
Harlem, the National Association for the Advancement of Colored
People, William Trotter who was elected to Phi Beta Kappa at
Harvard, Father Divine, implications of the F.E.P.C., and
•
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the "Pittsburgh Courier" are some of the topics. See Chapter
XVII, "Who Are the Negro's Leaders?" and Chapter XX, "Executive
Order #8802."
Silcox, Claris and Galen Fisher. CATHOLICS, JEWS, AMD
PROTESTANTS
New York: Harper and Brothers
1934.
The Institute of Social and Religious Research has
published this wealth of accurate information to replace rumor
and impression. The anatomy of anti-Semitism, social clubs,
political life, and immigration are sample topics. Chapters V
and VI on Elementary, Secondary, and Higher Education discuss
Jewish educational policy, parochial schools, released time for
weekday religious education, prosely tijsation, and tolerance.
Chapter X, "Is This a Protestant Country?" contains points
worth noting.
Wise, James and Lee Levinger. MR. SMITH MEET MR. COHEN
New York: Reynal and Hitchcock,
1940.
Thought-provoking and highly ihformative, this book
stresses the heterogeneity of Jews, and discusses the contribu-
tions of Jews such as David de Leon, Samuel Gompers, Julius
Rosenwald, Franklin P. Adams, and Dorothy Parker. Especially
recommended are Chapter VII, "Jews Who -," Chapter IX,
"Organizations and Leaders," Chapter X, "What is a Jew?" and
Chapter XIII, "Why Anti-Semitism?"
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BULLETINS - PAMPHLETS - PERIODICALS - REPRINTS
Allport, Gordon.
"THE BIGOT IN OUR MIDST11
The Commonweal, October 1944
After this penetrating analysis explains what a bigot
is, the faults of his philosophy, and his propensity for scape-
goating and for projection, it sounds a warning for the post-war
years.
Allport, Gordon.
"POLICE AND MINORITY GROUPS"
Boston Police Department
This thoroughly informative bulletin, gives the
background for racial and religious friction, with means for
prevention of outbreaks by cooperation with the press, schools,
and social agencies. Cases for study are included.
Baker, Emily.
"DO WE TEACH RACIAL INTOLERANCE?"
Historical Outlook, February, 1953.
A forceful presentation of ways in which teachers un-
consciously implant prejudice in lessons dealing with such
groups as the Spanish. Ways of preventing this damage are
given.
Briggs, Thomas. "WHAT THE EMOTIONS DO TO OUR THINKING"
Teachers College Record. February, 1935.
Why do such words as communist, priest, Nordic, or
ghost arouse one set of feelings in Tom and an entirely different
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set in Bill? Does education make emotionalized attitudes more
or less potent? Do emotions condition receptivity to ideas?
Here are all the answers.
Carter, Thyra. "RACIAL ELEMENTS IN AMERICAN HISTORY TEXTBOOKS"
Historical Outlook, April, 1931. "
A study of representative texts shows that the non-
English groups have not received sufficient attention.
Chapman, Emmanuel. "ANOTHER BLARE OF BIG-OTRY AGAINST
BENIGHTED CATHOLICS"
America I June 26, 1940.
Is the Ku Klux Klan still active? What self-styled
"leading anti-Papal publishing concern" contends that Catholics
tried to assassinate Lincoln? Why are Howard B. Rand, Gerald
L. K. Smith, Gerald Winrod, and James Vance considered haters
of Catholics? Dr. Chapman gives some astonishing facts.
Currier, Isabel. "PREJUDICE AMONG THE UNPREJUDICED"
Common Ground, Spring, 1945.
A revealing survey discloses that not only are anti-
Catholic prejudices rampant in Boston among the old line inhab-
itants but also among the so-called liberal elements. Miss
Currier believes that bias is "the fruit of mental indolence."
s
Cushing, Richard. "ARCHBISHOP WARNS JEWS AND CATHOLICS
OF DISCRIMINATION"
Reprint Boston Globe, May 5, 1945.
The Catholic Archbishop of Boston, speaking before
the Jewish Ladies' Auxiliary, points out common enemies of the
Jewish and Catholic faiths, enemies which hide behind the
standard of democracy.
Doyle, Thomas. "THE SIN OF ANTI-SEMITISM"
Catholic World, July, 1940.
The affinity between Judaism and Christianity is
stressed. Thorough refutation of the charge that Jews exercise
undue control over economic matters is presented. Cultural
contributions of the Jewish people are cited.
Doyle, Thomas. "WE SPIRITUAL SEMITES"
Extension Ma ga z in e , February 1942.
Enumerating the ways in which anti-Semitism finds
expression in the social, political, business, and scholastic
worlds, the author points out that this hatred and stupidity
will inevitably degenerate into diabolism unless courageous
Christians unite to fight the enemies of the Jewish people.
Education for Brotherhood. INTERNATIONAL JOURNAL FOR
RELIGIOUS EDUCATION
Special Number, February, 1944.
Fallacies of prejudice on race and religion, the new
day which is coming for Negroes in the United States, our
Japanese fellow citizens, Jews working for brotherhood, how to
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plan for intercultural education, - these are samples of the
stimulating articles.
Fine, Benjamin. "THE SPRINGFIELD FLAN FOR EDUCATION
AGAINST INTOLERANCE AND PREJtJDlCEfr
The Menorah Journal , 1944.
Abounding with specific incidents of intergroup
harmony which has resulted from the impact made by the whole-
hearted effort of the Springfield plan, this readable article
gives definite details of all phases of the program.
Fine, Benjamin. " TOTAL WAR ON INTOLERANCE"
Liberty, March 4, 1944.
Here is the Springfield Plan, that dramatic experiment
for the uprooting of racial and religious prejudice: - how the
city was selected - how the plan operates - what groups
participate - what results have been obtained.
"HITLER'S WAR ON THE CATHOLIC CHURCH11
Look Magazine, December 29, 1942
January 2, 1943
Little known facts concerning the persecutions and
degradations forced upon the Catholic clergy and laity in Nazi
dominated lands are here documented.
"HUMAN RELATIONS"
The Christian Century, January 21, 1931.
Points of similarity between Judaism, Protestantism,
and Catholicism, how we can convert our emotions by finding it
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attractive to love people, why one author believes we will
always have prejudice - these are thought-provoking.
Hurley, Doran. "IRISH PERSECUTIONS IN AMERICA"
American Mercury, May, 1939.
Early Irish immigrants, treated as pariahs, were
persecuted by having their religious institutions burned.
Many even paid with their lives. The author warns present
day Irishmen not to indulge in similar persecution of present
day minorities.
Hurwitz, Francis. "NOT SO FUNNY AFTER ALL"
Christian Leader reprint
Dealing with snide anti-Semitic doggerel, this
article is valuable as a warning against propagandists. An
excerpt from Quentin Reynolds on Jewish contributions is
given as an antidote.
Johnson, Alvin. "GOODWILL TO MEN"
Atlantic, December, 1933.
The author poses a question and answers it: "What
is the nature of the Jewish problem in normal times?" He
shows why it is not a question of religion, race, or character.
Deserves attention.
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"LET'S FACE THE RACE QUESTION" - Town Meeting Bulletin
February, 1944.
A radio forum with audience questions on the Negro
problem of the South and whether its best solution lies in
Federal or State laws, is impressively discussed by Langston
Hughes, Carey McWilliams, John Graves II, and James Shepard.
Littell, Norman, Asst. U. S. Attorney General.
"NAZI CONSPIRACIES IN THE U. S. "
National Committee Against the
Persecution of the Jews. 1944.
A devastating expose reveals the German invasion of
American business by cartels and the muddying of other fields
by race hatred campaigns. Mr. Littell, giving names and facts,
queries, "Which way, America?"
Marshall, James. "THE ANTI-SEMITIC PROBLEM IN AMERICA"
Atlantic Monthly, August, 1941.
Mr. Marshall emphasizes variations among members of
the Jewish group injorder to explode the stereotyped "Oriental
theory." He shows why "the Jewish problem in America" is
a detrimental label.
McGinnis, H. G. "WHY BIGOTRY?"
Negro Digest, December, 1943.
Three sources of racial bigotry against the Negro are
cited. This article warns that unless we end the myth of
Negro inferiority, we shall place in the handsof unsympathetic
nations a powerful weapon against our leadership in world
affairs.
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McWilliams, Carey.
"MINORITY GROUPS IN THE U. S. "
Ort Economic Review, August, 1944.
An interesting explanation of the inconsistent
American attitude toward minority groups, places the blame on
the bias of our culture. We have insisted upon swift adjust-
ment to the dominant pattern of white, Protestant, and Anglo-
Saxon. A harmful result on the dominant group is cited to-
gether with some suggested adjustments.
"MINORITY PEOPLES IN A NATION AT WAR"
German, Italian, Latin American, and Hawaiian are treated in
addition to extensive essays on the Negro. Provocative titles,
as "Should the Negro Care Who Wins the War?" makes this
journal important.
In addition to stories of little known Negro leaders,
such as Martin R. Delaney, James T. Holly, Mifflin W. Gibbs,
and Stansbury Boyce, this informative magazine has an article
on "The Political Progress of the Northern Negro, 1932-1936."
Annals of the American Academy of
Political and Social Science
September, 1942.
Such groups as the Indian, Filipino, Puerto Rican,
NEGRO HISTORY BULLETIN
May, 1941.
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Playfair, W. E. "HQQDLUMISM IN BOSTON"
Boston Herald, August 14-21, 1944.
Is Boston anti-Semitic? What do the records show?
What has been proved about the "race riots" reported by P.M.
and other big city newspapers? Here is the story from Boston's
viewpoint.
Propaganda Battlefront. "FRIENDS OF DEMOCRACY"
May 29, 1943.
The Middle West reflects anti-Semitism and anti-
Russian agitation but two changes of attitude toward the
British and Japanese are hopeful signs.
Ross, Reverend J. Elliot. "CATHOLICS AND ANTI-SEMITISM"
Ecclesiastical Review, May, 1939.
Aside from the purely egoistic reasons of self-interes
the Catholic suffers spiritual degeneration and refutes the
basic tenets of his religion if he indulges in anti-Semitism.
Not only was Christ a Jew, but Judaism prepared the way for
Christianity.
Ryan, Henry. "THE JEW AS A PATRIOT"
Park Square Building Print.
In all ages, History places the Jew among the most
generous and public spirited citizens: Haym Salomon, Isaac
Franks, Aaron Lopez, Manuel Noah, Judah Touro, and Uriah Levy,
are examples.
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Scheiberling, Edward. " TOLERANCE IS AMERICANISM"
American" Legion Magazine, April 1945.
No one but God knows whether the Unknown Soldier is
a Jew, a Gentile, or a Negro. He is a symbol of that tolerance
which distinguishes the true American.
SEMINAR AT HARVARD. Calvert Round Table of Boston, 1929.
This penetrating analysis of relations among Catholics,
Jews, and Protestants revolves about the thesis that "he who
holds convictions of absolute infallibility of his own faith
does not question the equally sincere conviction of those of
different faiths." Among the addresses are included ones by
A. Lawrence Lowell, Rabbi Harry Levi, and Michael J. Ahern, S.J.
Smertenko, Johan. "HITLER ISM COMES TO AMERICA"
(organized anti-Semitism in the U.S.)
Harpers , November, 1933.
Although this article is dated 1933, the issues are
still vital. It answers such questions as these: "How long
has prejudice against the Jews in the United States been
markedly noticeable?" "Has anti-Semitism ever been a political
movement?" "Who organizes the anti-Semitic movements?"
Spellman, Archbishop Francis. "BIGOTRY IS UN-AMERICAN"
American Magazine, 1944.
Even today, we find true the words of a saddened
Lincoln who grieved that we declare all men equal except
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jjegroes, foreigners, and Catholics. Our vocation calls for a
sense of brotherhood, a belief in America.
Stewart, Maxwell. "THE NEGRO IN AMERICA"
Public Affairs Pamphlet #95, 1944
(Summary of "An American Dilemma" by
Gunnar Myrdal.)
A Swedish scientist, looking impartially at the Negro
in America, finds among hundreds of important facts, the
following: (1) Ignorance about the Negro is widespread. (2)
People believe the Negro inferior because they want to do so.
(3) Most Negroes are poor. (4) Teaching and the ministry are
about the only positions open to the professional man. (5)
Educational discrimination is widespread except at Harvard,
Chicago, and Columbia. (6) Rules of segregation differ widely,
(7) Social taboos are paramount.
"THESE ARE THE FACTS" National Jewish Welfare Board
Figures to March 1945.
Jewish participation in World War II produces im-
pressive figures; for example, of 500,000 men in uniform,
30,000 have been reported casualties.
"TO PARENTS - A MESSAGE" Springfield Public .School System 1944,
By means of questions and answers, the basic points
of the Springfield program of education for democratic citizen-
ship are presented. A listing of units for classroom study and
the place of this training in general education are worth
noting.
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" UN I TED WE'LL STAND" Journal of Educational Sociology
February, 1943.
This issue illuminates the problem of intergroup
relations and provides materials for their solution. Here
one may become acquainted with the thoughts of such outstanding
writers in the field of intercultural relations as Everett
Clinchy, Louis Adamic, Stewart Cole, Langs ton Hughes, and
Alice Halligan.
Verona, Sister M. "DIFFERENCES BETWEEN BLACK AND WHITE"
Catholic Digest, July, 1944.
Directed especially to teachers in Catholic schools,
this understanding article is presented as a challenge to
intellectual honesty. Did you know that a Negro piloted the
"Nina"? Did you know that preference was once given to colored
contractors because of their superior skill? Did you know that
Martin de Porres is about to be canonized as the first Negro
saint by the Catholic Church? Points of view expressed are
different from the usual,
"WARTIME EMPLOYMENT OF NEGROES IN THE FEDERAL GOVERNMENT"
Committee on Fair Employment Practice.
An enlightening document giving extensive facts and
figures on employment in various Federal departments. For
example, Negroes total 12% of all Federal workers.
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11 WHEN FAITH MEETS FAITH" The Christian
Liberal Journal of Religion, 1931.
At Wellesley College in 1951, an inter-faith seminar
accomplished much toward the promotion of understanding and
goodwill among the various creeds. Here are controversial
issues presented logically by experts of all faiths.
Willkie, Wendell. "THE CASE FOR THE MINORITIES"
Saturday Evening Post, June 27, 1942.
Minorities are rich assets of a democracy because they
stimulate new ideas. Therefore, apart from reasons of justice
and humanitarianism, it is common sense to safeguard minority
rights.
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III.
PROFESSIONAL MATERIALS FOR THE EDUCATOR
"What are the responsibilities of teachers today?
They are needed to restore sanity to a troubled world; they
are needed to bring order out of chaos; they are needed to
develop a world in which men can live in peace, in harmony,
TO
one with another."
The role of the educator is thus conceived to be
so important because he reaches the great mass of students
whose minds, when cleared of ignorance, and impregnated with
unaer standing, will bring to fruition the dream of a single
amicable world. In a limited sense, astronomers have attained
this ideal because they exchange information and mutual re-
spect regardless of nationality, race, creed, or religion.
This proves that the aim is not an impossible one. Also, a
trend toward the knitting of diverse countries into a more
integrated pattern was evidenced prior to the war when
^800,000 was spent for international broadcasting. The first
real approach to a definite international goal among educators
came when, in November 1945, the United Nations Educational,
Scientific, and Cultural Organization, known as UNESCO, was
proposed to promote international understanding. The theme
of the work, as stressed in The American Forum of the Air
on June 1, 1946, is "Peoples Speaking to Peoples."
12
Fine, Dr. Benjamin, Teachers * Leaders in Thought and Action
American Unity Magazine, ( April, 1946Xp.3
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Th e important points for the promotion of unity
include the exchange of 50,000 students annually, summer
institutes for teachers, a world university, international
Civil Service, model projects such as libraries, museusm,
and demonstrations, an international radio network, and
regional centers, - all for the purpose of exchanging edu-
cational materials around the world. When twenty countries
ratify UNESCO, a National Commission will act as a sounding
board for unified world-wide education. Forty-one nations
were in favor of the Constitution. Seven have so far passed
the bill. The United States favors this International De-
partment of Education which will mean that education knows
no barriers. The douse of Representatives has passed the
act and the Senate now has it under advisement. With this
system, the whole world will not only know what is going on
in educational circles all over the world but can act as a
deterrent against the teaching of philosophies destined for
world friction. This organization will also serve as a
liason with the Atomic Commission.
Educators, therefore, more than ever have the re-
sponsibility not only of becoming prejudice-free themselves,
but of studying specific procedures for toning down the bias
in those under their tutelage. If the United States is to
send masses of students abroad each year, these youthful
representatives must know how to cooperate with people of all
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i
types and they must necessarily be able to discuss with in-
telligence the variegated aspects of groups at home. In turn,
an influx of students from abroad means that educators must
work to produce constructive attitudes in the people of our
own country, particularly in the students who will have the
closest contacts with the strangers in our lands.
How to capture nebulous ideas of harmony and convert
them into productive teaching material calls for expert advice.
A basic book on this sub.iect is For Us The Living by John J.
Mahoney. Here, the educator will find pithily expressed, a
well-rounded view of social democracy, definite ideas on the
presentation of the subject, listings of books to investigate,
and a most valuable tabulation of good-will organizations.
Intercul tural Education in American Schools by Vickery and Cole
is considered a basic text on the subject. Race and Cultural
Relations by Benedict and Ellis is authoritative and important.
They See for Themselves by Spencer Brown gives a wealth of
suggested approaches. One God by Florence Fitch implements
with beautiful illustrations an explanation of some creedal
differences. American Unity, published monthly by the Council
Against Intolerance in America, is an indispensable part of
every educator's equipment. An American Answer to Intolerance,
a most helpful teacher's manual, suggests specific procedures
for overcoming intolerance. Out of the Many - One proposes a
practical plan for intercul tural education and lists ways in
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which the Bureau can help the educator. How one city has
succeeded in translating these ideas into practical living
is given in the account of the Springfield Plan, Your Town
Could Do It, Too, by Helena Smith. The interested educator
will find other professional helps in the following annotations
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AMERICANS ALL - STUDIES IN INTERCULTURAL EDUCATION
Washington: Department of -Supervisors and
Directors of tiie N.E.A., 1942.
Famous men from all the countries of the world - Barry,
Ericson, Knudsen, Bell, Tesla, Pulitzer - have made our country-
great. The way must be kept open to all.
Benedict, Ruth and Mildred Ellis. RACE, and CULTURAL RELATIONS
America's Answer to the Myth of a Master Race
N.E.A. Association, Washington,. 1942,
Authoritatively presented by a noted anthropologist
and an experienced teacher are the f ollov/ing: a history of
racism, a detailed study of difference among mem bers of each
race, suggested intercultural activities, evaluation of
attitudes, and a professional bibliography.
Brown, Spencer. THEY SEE FOR THEMSELVES
New York: Harper and Brothers, 1945.
A documentary approach to intercultural education,
this invaluable guide gives a wealth of suggestion for elemen-
tary and high school work. Examples are the living newspaper
and samples of plays. Note especially, Chapter III on "Fact
Finding" and Chapter IV on "Discussion."
Davis-Dubois, Rachel. GET TOGETHER AMERICANS
Harper and Brothers, 1943.
Written for group leaders in intercultural education,
this book is intensely practical because it reports actual
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experiences in the use of the Neighborhood-Home Festival.
Chapter IV on the role of the leader and Chapter II on methods
of developing the festival in Churches, Americanization classes
and community projects are most valuable.
Drabinowicz, Stanley. ART APPRECIATION AS A MEDIUM FOR
INTERC JLTUitAL EDUCATION .
Harvard Workshop, 1944."
Specific things to do are suggested for the develop-
ment of inter-group harmony through art work. The ideas are
for all grades but they are aimed particularly at high schools.
An annotated bibliography for students is useful.
Fitch, Florence.
ONE GOD - THE WAYS WE WORSHIP HIM
New York: Lothrop, Lee and Shepard Company
1944.
Magnificent illustrations with simple descriptions of
the different ways in which Jews, Catholics, and Protestants
worship the One God include Torahs, Bar Mitzvah, Menorah,
Ordination, Mass, Confession, Bible Study, Episcopal Baptism
Ceremony, and varieties of Protestant Churches. Because dif-
ferences in creeds are discussed, this should be used by the
teacher with discretion.
Girault, Willia. LET'S ALL BE AMERICANS
Harvard Workshop, 1944.
This unit is aimed at developing better relations with
our Spanish speaking peoples, especially with the Mexicans.
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Study skills, films, maps, fiestas, biographies, field trips,
and check sheets on racial attitudes are utilized.
Ha skin, Sara. THE UPWARD CLIMB
A Course in Negro Achievement.
Council of Women for Home Missions, 1927.
Written in language suitable for young people, several
stories of Negroes who have achieved prominence - George W.
Carver, Roland Hayes, and William DeBerry, for example - are
supplemented by suggestions for use, objectives, class dis-
cussions, and projects.
Holbrook, Sabra. CHILDREN OBJECT
New York: Viking Press, 1943.
How the Youthbuilders Organizations accomplish the
making of intelligent Americans by evoking enthusiasm among
young people through the use of glamor is a fascinating tale.
Note the revelations in Chapter X - "Converts from the
Gleichschaltung," Chapter VI "Black and White," Chapter IX
"Stinkers," and Chapter X "Now You Do It."
Mahoney, John J. FOR US THE LIVING-
New York: Harper and Brothers, 1945.
"Better living together in the democratic way. That
goal should have supreme significance for us, the living."
Around these words, the author has built a deeply thoughtful,
fact-filled book, original in treatment and irradiated with
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whimsical humor. Prejudices, their origin, their four signi-
ficant causes, their interference with social democracy, and
their elimination through specific procedures constitute an
important phase of the book. Suggested chapters are: IX,
"Social Democracy, Ideal and Reality;" X "Concerning Prejudices
XIII, "Ten Civic Objectives" (especially 7 on "Intergroup
Understanding, Respect, and Good Will"); and XIV, "Suggested
School Procedures." Also valuable are listings of books to
read, studies to pursue, and good will organizations with
which to become acquainted.
McLellan, Mary and Debonis, Albert. WITHIN OUR GATES
New York: Harper and Brothers 1940.
These writings are modern. Pearl Buck's "On
Discovering America" and Will Irwin's "The Pleasures of Hate"
are noteworthy. Fictional works about the Mexicans, Irish,
and Italian groups involve dialect which may be used with
discretion by the teacher.
NEW TOOLS f OR LEARNING ABOUT WAR AND POSTWAR PROBLEMS
New York: New Tools for Learning, 1944.
This guide to films, pamphlets, and recordings is
valuable for teachers, speakers, and group leaders. An
annotated listing aids one to know that "Henry Browne, Farmer"
is about a Negro family, and that "Happy Childhood" is a study
of child care in Russia.
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Scollin, Marie. AN OUTLINE FOR A STUDY DISCUSSION GROUP IN
AREAS OF INTERCULTURAL EDUCATION
Harvard Workshop, 1944.
Using the Parent- Teachers ' Association as a medium
for promoting inter-group understanding, the author presents
objectives, activities, and conclusions to be attained.
Methods of procedure in developing the following topics are
given: "As Anthropology Sees Us," "Scapegoating, " "The Puerto
Rican, "'and "The Springfield Plan."
Vickery, William and Steward Cole. INTERCULTURAL EDUCATION
IN AMERICAN SCHOOLS
Proposed Objectives and Methods.
New York: Harper and Brothers, 1943.
Known as the "little Bible of intercultural education,"
all of the book is worth reading. Chapter III emphasizes who
does the planning, how the program is planned, and how the
unit objectives are derived. Chapter IV selects and organizes
by grades the materials to be used. Chapter V stresses
techniques and out-of-class procedures.
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BULLETINS - PAMPHLET© - PERIODICALS - REPRINTS
Allport, Gordon.
"IS INTERGROJP EDUCATION POSSIBLE?"
Harvard Educational Review, March 1945.
A Harvard psychologist presents four telling points
to support his thesis that intergroup education not only is a
possibility, but that since general education tends to decrease
bigotry, specific intercultural education will act as a true
preventative against prejudice.
"AMERICAN UNITY"
Council Against Intolerance in America
17 East 42nd Street, New York 17.
Various issues (free to educators)
This monthly educational guide keeps educators in
touch with the latest developments in intercultural education,
suggests new books on the subject, and gives insight into the
handling of inter-group situations by printing actual experi-
ences of teachers in schools all over the nation.
"AN AMERICAN Ai\SVtfER TO INTOLERANCE" Teachers' Manual #1
New York: Council Against Intolerance in
America .
This practical booklet suggests four approaches for
the overcoming of intolerance. Specific procedures are given.
Information on minority group leaders is contrasted with the
activities of subversive elements.
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" BROTHERHOOD OF GOOD MEN - CAN WE HAVE IT IN OUR TIME? "
American Unitarian Association
Try the test entitled, "A Formula for Fairness,"
Note the ideas presented under "Education and Action."
Butler, Jane.
"A COMMUNITY DEMONSTRATES DEMOCRACY"
(Springfield Plan)
Parents Magazine Reprint, 1944.
Familiarity with the beliefs, the skills, and the
customs of others has obliterated outstanding causes of
prejudice in Springfield, Massachusetts.
Caliver, Ambrose.
"SOURCES OF INSTRUCTIONAL MATERIALS
QN THE NEGRO1"
U.S. Office of Education, Washington
This exhaustive list provides a selected annotated
list of books, pamphlets, articles, films, scripts, and
exhibits suitable for instructional use in elementary,
secondary, and college levels, and for teachers.
Chatto, Clarence.
"AN EXPERIMENTED! HUMAN RELATIONS"
(Springf ieloTPian)
Massachusetts Teacher, March 1945
Approaches through democratic living and through an
integrated curriculum are producing results with children.
The community is reached through adult -schools, parent-
teacher groups, and publicity through newspaper and radio
channels •
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GOVERNOR'S COMMITTEE FOR RACIAL AND RELIGIOUS UNDERSTANDING
Public Policy Pamphlet, 1944.
This report tells of the investigations of discrimina-
tion in industry, of classroom units prepared for introduction
into church schools, the publication of "A Bulletin for Police
Administrators," plans for the publication of a news letter,
and legislative enactments affecting race, color, creed, and
nationality .
Halligan, Alice. "A COMMUNITY'S TOTAL WAR AGAINST PREJUDICE"
journal of Education, 1945.
A straightforward account of Springfield's war on
intolerance and the foes of democracy. Why the city was
selected, how the program developed, and what the years have
accomplished are ably discussed.
Hanmerstein, Oscar II. "THE MYTH THAT THREATENS AMERICA"
Writers' War Board
A provocative kit contains (1) lyrics about stereo-
typed minorities, (2) "Education Please" quizzes with such
questions as "Why would Rudyard Kipling be an Inappropriate
speaker for a tolerance program?" (3) five speeches such as
Eric Johnston's "Prejudice is Bad Business."
-41
IMPROVING RACIAL UNDERSTANDING AND RESPECT FOR RELIGIOUS
DIFFERENCES THROUGH EDUCATION - Report of the Conference of
Superintendents of Schools,
Bridgewater, Massachusetts,
April 20, 1944. *
The Commission states that wholesome intergroup
attitudes are the outcomes at which education aims. The
nature and scope of the problem, the relationship of the
community and of the schools to the problem, are ably pre-
sented. An excellent bibliography is appended.
Newsletter - "GOVERNOR'S COMMITTEE TOWARD RACIAL AND RELIGIOUS
UNDERSTANDING IN MASSACHUSETTS. " March, 1945.
This is an admirable way in which to become acquainted
with the organizations which are working to promote intergroup
goodwill. It summarizes the accomplishments of many active
groups and lists suggested readings.
OUT OF THE. MANY - ONE - A Plan for Intercultural Education
Bureau for Intercul tural Education,
New York, 1944.
What all of us, as individuals, as educators, as
parents, or as religious and civic leaders can do to oppose
discrimination, is implemented by ways in which the Bureau of
Intercultural Education can help interested persons.
RELIGIOUS BOOK LIST - National Conference of Christians and
Jews, 1944.
Here are guides to readings in the field of Jewish,
Catholic and Protestant creeds with special sections devoted
to children.
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Roucek, Joseph and Alice Hero "THE _IMMIGRANT IN FICTION
and Jean Downey AND BIOGRAPHY11
Bureau for Intercul tural
Education, 1945.
This annotated bibliography of books acquaints us
with the people of foreign lands who settled here. Books
especially suitable for Junior High Schools are marked with
an Titles inspire curiosity: "Shoo-Fly Pie," "Yonie
Wondernose," "Calico Bush."
"SOME GOOD PRACTICES IN INTERCUL TURAL EDUCATION"
Religious Education
April, 1944.
Three worthwhile articles suggest the linking of
social action to any program for intercul tural education.
"Even Unto The Youngest" shows how right attitudes are con-
tagious. "Best Practices in Church and Synagogue Schools"
demonstrates how joint enterprises have lessened community
friction. "Best Practices in Secondary Schools" provides
specific techniques.
Smith, Helena. "YOUR TOWN COULD DO IT, TOO"
Women's Home Companion, June 1944.
Citing the results of Dr. Granrud's ten years of
practicing democracy in Springfield, this enjoyable account
is studded with attention-catching examples of true tolerance.
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Smith, Mapheus. "SECOND REPORT ON CHANGES IN ATTITUDES
TOWARD THE NEGRO"
School and Society, April 3, 1943.
"The Hinckley Attitude Toward the Negro Scale" was
used to test attitudes of college students taking sixty-four
subjects. The results showed more favorable attitudes resulted
while taking a course which included discussion of race dif-
ferences and prejudice. Several charts give details.
SPRINGFIELD UNITS PREPARED BY THE BOAhD OF EDUCATION UNDER
SUPERINTENDENT GRANRUD
Provocatively titled and highly skilled in construc-
tion, the great number of units include such blocks of work
as "Education for Democracy," "Public Opinion and How It Is
Formed," and "Adult Education."
SUPPLEMENTARY UNITS FOR THE COURSE OF STUDY IN SOCIAL STUDIES
Chicago
Under Superintendent Johnson's direction, this
readable treatise has a wealth of information on Negro contri-
butions in adventure, science, education, art, music, war, and
labor - fields which have heretofore been generally neglected.
VALUABLE BOOKS ON THE NEGRO Associated Publishers Inc.
1940.
A comprehensively annotated bibliography lists about
sixty worthwhile books such as The Negro in Our History, Five
French Negro Authors, Negro in Sports, Negro Art, Music and
Rhyme .
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Vickery, William and Helen Trager. ONE NATION INDIVISIBLE
State Council of Defense
New York , 1944.
Suggested Programs for Elementary and Junion High
Schools include field trips, community study, student work-
sheets, discussion questions, and class projects.
Writers War Board (radio) "SCAPEGOATS IN HISTORY" 1944.
Radio Documentary by Ben Hagan
Writers War Board scripts are available without
special permission for public performances of a non-commercial
nature. This vivid dramatization traces the historical trend
of scapegoating.
Writers War Board. " THERE ARE THINGS TO BE DONE11 1944.
Lillian Smith's pamphlet as dramatized for radio by
Mitchell Grayson. A vivid portrayal of ways in which such
groups as business men and Southern ladies are helping quietly
in practical ways to overcome intolerance against Negroes.
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IV. Student Training for Harmonious Living
Is Youth interested in international harmony? "It
has been noted that three out of four of the public that sought
admission to the UNO sessions at Hunter College have been under
twenty years of age. They did not come for entertainment; they
symbolized the fact that youth is vitally interested in the
movement for world organization. 11
What signs portend the truth of this observation?
Last Autumn, there took place in London, a huge World Youth
Congress in which young Communist leaders predominated. This
will be followed during the summer of 1946 by a World Federa-
tion of Democratic Youth in Paris. Last November, 1945, an
International Student Congress of six hundred delegates from
fifty-one nations met in Prague. This summer of 1946, will
see the first post war congress of the World Student Christian
Federation and also a summer session of International Student
Service. Pax Romana, a Catholic international student move-
ment, founded to create a spiritual unity among nations, will
meet in Fribourg next August (1946). Youth all over the world
is eager to contact youth for discussion of interests, the
basis for international understanding. The United States
ought to send representatives who will be at least as vocal
as students from other lands. This means our schools must
13
Operation University. John C. Murray. America, ( April 13,1946)
pp. 28-29.
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produce leaders. We have the potentialities. How shall the
job be accomplished?
Naturally, constant exposure to ideas of equality
among peoples, regardless of race, color, creed, or nationality
is a basic requisite. This will predispose young citizens to
open-raindedness, the first necessity for swaying others to
one's point of view. An example of the work is the system
being carried on in all grades of school at Springfield,
Massachusetts. Engendering understanding and respect for
groups unlike one's own begins in the kindergarten and extends
out beyoni the high school into parent- teacher groups. In
winter and summer courses at such universities as Boston
University students ease into better relationships with other
groups because these learners have been taught and have read
enough to be emotionally conditioned toward tolerance. This
is the ideal expressed in the preamble of the charter of the
United Nations: "To practice tolerance and live together in
peace with one another as good neighbors." As Professor
Mahoney has so well expressed this idea: "Tolerance boils down
to a sentiment of mutual respect held in common by people of
differing aspirations, consecrations, convictions, social
views. It implies no condescension. It is neither flabby,
sloppily sentimental, nor weak-kneed.
14
John J. Mahoney, For Us The Living, Harper and Brothers 1946
-47-
Understanding of the varied groups in the United
States means understanding of groups abroad. We are fortunate
to have so many diverse elements in our amalgam. A youngster
who tends to dislike intensely the English or the Jews or the
Negroes because he has absorbed unconscious prejudice will
find that because his reading has been directed into specified
channels at school, or because he has found a few congenial
fellowpupils in these groups, or because some instructor has
unobtrusively pointed out the worth of these people, former
antagonisms are replaced by constructive attitudes. If a
student thinks well of the Italians in this country, he will
find it easier to view with proper perspective, the events
occurring during the present trying times in Italy. Thus,
international open-mindedner, s replaces suspicion and mistrust.
Here are some suggestions for youthful readers. The
best single book for the promotion of good will among varied
groups is an intercul tural anthology, This Way to Unity by
Herrich and Askwith. In prose and poetry, the best known
writers in this field - Louis Adamic, Langston Hughes and
the late President Roosevelt, for example - present telling
thoughts. Students will be highly enlightened by the little
book Probing our Prejudices ' by Hortense Powdermaker. This
discourse is admirable, especially for high school students.
Since about three fourths of the world is composed of people
not belonging to the white race, the understanding of the
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Negro point of view is imperative. Edwin Embree is an out-
standing writer on the subject. Thirteen Against the Odds
by Edwin Embree will capture the admiration of young people
because they admire success against handicaps. Here are Joe
Louis, George Washington Carver, and Paul Robeson, three of
the thirteen who attained fame in spite of what still appears
to be the foremost deterrent to success: color. The honorable
place of Jews in American life as shown in Americans All will
be astounding to some young people who have been exposed to
snide generalizations about this group.
Young people, who have grown up in a hurry-hurry
atmosphere, who must chop their words into "natch" and "def,"
will often be interested more easily in short, easy-to-read
articles or bulletins than in books. One of the leading
booklets is The A B C's of Scapegoating. This is especially
worthwhile because in these post war days with the return of
the Ku Klux Klan horror, methods of combatting the evil are
needed. The bulletin will give a basis for discovering
scapegoating, wherever in the world it appears. Coincident
in importance is the pocket-sized Public Affairs Pamphlet
entitled The Races of Mankind by Ruth Benedict and Gene
Weltfish. Activated drawings of "tall ones and short ones,"
plus intriguing captions, serve as an incentive to investigate
the anthropological findings. Amateur thespians will like an
adaptation of this, entitled Meet Your Relatives by Weltfish
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and Nirenberg. This has a jive vocabulary and jingling rhymes
aimed at the fancy of the hubba-hubba set. Comic book format,
having overcome by youthful popularity the frown of conserva-
tive educators, sets forth in They Got the Blame by Kenneth
Gould, the historical growth of scapegoating. This will need
no "selling" by educators. Jews in America, the results of an
impartial survey the editors of Fortune magazine made, will
explode the myth of the economic Jew. Even the editors were
surprised at their own findings. Ways of easing race tension
is most ably and definitely discassed by Lillian Smith in
There are Things to Do. Finally, in Prejudice: Our Postwar
Battle , students will find the evils of prejudice listed -
segregation, poverty, and violence. Here, they will discover
that suggested cures will influence their thinking in domestic
and international affairs: exposing lies, passing legislation
against discrimination, extending equality of opportunity,
giving wider education, and knowing one's neighbor. Is
not this the aim of the United Nations?
Below are more pamphlets and books suitable for
student perusal.
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Cottler, Joseph and Haym Jaffe. HEROES OF CIVILIZATION
Bos ton: Little Brown and
Company, 1940.
From every nation come these heroes whose common
weapon is Reason, used against the enemy of Ignorance. Antoine
Lavoisier, Sir Humphry Davy, Johannes Gutenberg, Gregor Mendel,
and Luther Bur bank, for example, are vividly portrayed.
Embree, Edwin. AMER ICA N_ NEGR PES
New York: John Day Company, 1942
"Half Nazi, Half Democrat" is the most thought -
provoking chapter in this informative book. After enumerating
the fallacies relating to the treatment of colored citizens,
Mr. Embree forcefully sets down w.hat the "Negroes want and
are entitled to demand." "Making a Living" gives enlightenment
on job statistics.
Embree, Edwin. BROWN AMERICANS
New York: Viking Press, 1942.
In a series of essays, the author gives the high
lights about one-tenth of our population. Portraits of
Booker T. Washington, Mrs. Mary Bethune, and John G. Fee,
show crusaders in action. Chapter IV on "Keeping Alive in
the New Environment," and Chapter XI on "Sharing in Democracy"
are especially recommended.
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Embree, Edwin. THIRTEEN AGAINST THE ODDS
New York: Viking Press, 1944.
Thirteen outstanding Negroes from as many fields,
who have achieved success, elicit admiration: Joe Louis -
"Champion of the World," Robeson - "Voice of Freedom,"
George W. Carver - "Ambassador of good will between the races
and distinguished scientist," and Langston Hughes - "Shakespeare
in Harlem" are superlative studies.
Herrick, Arnold and Herbert Askwith THIS WAY TO UNITY
New York: Oxford Book Co.
1945.
For the promotion of goodwill among racial, religious
and national groups, no educative force could be more powerful
than this intercul tural anthology. Thoughts in prose and
poetry from such well known figures as Edwin Embree, Emma
Lazarus, Louis Adamic, Langston Hughes and Ruth Benedict are
combined with projects, questions, and suggestions for drama-
tics, field trips, exhibits, investigations, radio listening,
and oral reports. It is suitable as a text in English and the
social studies.
Jackson, Ada. BEHOLD THE JEW
New Y0rk: MacMillan Company, 1944.
Artistically, the poet weaves her tapestry of Jewish
backgrounds, setting off the great names of music, of litera-
L
Boston University
School of Education
Library
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ture, and of medicine against the quiet kindnesses of unknown
Levys and Cohens, - her purpose being to wake men to brotherhood
Powdermaker, Hortense. PROBING OUR PREJUDICES
New York: Harper and Brothers 1944
No chapter of this small book can be overlooked. Not
only is the subject of prejudice discussed from the viewpoint
of origin and result, but extensive practical suggestions are
given for the promotion of intergroup understanding. Written
as a unit for high school students, this admirable discourse
is suitable for everyone.
Runbeck, Margaret. THE GREAT ANSWER
Boston: Houghton Mifflin Co. 1944
"I've noticed that the Lord does some of His best work
under a nom de plume." With absorbing simplicity and distin-
guished subtlety, tales of World War II courage unfold around
this theme. Some of the best stories are Chapter V "The
Moving of the Mountain," Chapter VII "A Friend of a Friend of
His," and Chapter XII "Two Teaspoonsful of Courage."
WE AMERICANS Boston: Atlantic Publishing Company 1939
The potpourri sets forth a correction of current
fallacies on racism with the idea of promoting a better under-
standing of American society. "Racism vs. Americanism" shows
us who we are, where we came from, what we believe, and where
we are going.
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BULLETINS - PAMPHLETS - PERIODICALS - REPRINTS
ABC's of SCAPEGOATING
Chicago: Central Y.M.C.A. College
What scapegoating is, why it exists, the sources of
prejudices, types of scapegoaters, the victims, the forms of
scapegoating, and the methods of combatting the evil are ably
discussed.
AMERICANS ALL
A Short History of American Jews
Anti-Defamation League
Beginning with the discovery of America, Jews have
had an active part in all phases of American life. Jewish
leaders, participation of Jews in United States wars, statis-
tics on occupations, ftnd differences among the three branches
of Judaism are presented.
ANTI -DEFAMATION BOOKLETS - 100 North La Salle Avenue, Chicago
Joe Doakes Pamphlets: Barney Ross
That Guy, Levy
Three Pals
This is the Army
I Know my Neighbors
Here Is What I Say
Pocket-sized booklets in up-to-date language inter-
spersed with activated drawings make the information on inter-
group goodwill readily palatable. Appeal to the "hero worship'
characteristic is furnished in accounts of v/artime champions,
such as Barney Ross.
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Benedict, Ruth and Gene Weltfish RACES OF MANKIND
Public Affairs Pamphlet #85
Scientific data on race differences such as height,
shape of the head, blood, color, and character, the classifi-
cation of races, racial superiorities and inferiorities;
together with the present situation in regard to prejudice -
all this information is admirably discussed.
Cole, Walton.
LIVE AND HELP LIVE
Standing up to Life
Beacon Press. 1943.
"We will not only live and let live, we will live
and help live." Around this theme, the Minister of the Second
Church of Boston contrasts the teachings of poisonous hatreds
by Nazism with tiie rejection of racist fallacies by Americans.
He pleads for further union to prevent the costly disease of
intolerance.
CRITICAL STUDY OF PREJUDICE
Boston Council of Church Women
A clear discussion of prejudice under such major
headings as: "What is Prejudice?" "Whefe Encountered?" and
"Elimination." Six ways to remove prejudice are given.
Diffus, Robert.
"WHERE DO WE GET OUR PREJUDICES?"
Harpers, September 1926
Readers' Digest, March 1937.
Concisely and clearly, this important article indi-
cates that we are born unprejudiced. Where do we learn
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intolerant attitudes? Are girls race conscious later or
earlier than boys? What is the only cure for prejudice? The
author gives an admirably sane view of all these points.
FIGHTING FOR AMERICA.
National Jewish Welfare Board
New York: 1944
Wartime experience on all fronts, thrillingly told
by Jewish heroes of World War II, are reprinted from leading
magazines. Barney Ross writes of his experiences on Guadal-
canal in "For Our Kind of World."
Gittelsohn, Chaplain Roland.
RABBI ON IWO
1945.
Eloquent words spoken by Chaplain Gittelsohn at the
dedication of some Fifth Marine Division graves on Iwo Jima
have as their principal message: "Here there are no quotas
of how many from each group are admitted or allowed."
Gould, Kenneth.
THEY GOT THE BLAME
International Committee of the ¥.M.C.A
Association Press, 1942.
The history of progressive persecution of minority
groups is given in detail - the early Christians, the New
England non- conformists, the Catholics, the Irish, the Jews
in Russia and Germany, and the aliens in all groups.
6
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Gould, Kenneth
THEY GOT TEE BLAME "Comics" Style of
Presentation
National Conference of Christians and Jews.
Pictorial representation of the historical growth of
scapegoating will appeal to children when it is presented
pictorially in comic book style.
HOW WRITERS PERPETUATE STEREOTYPES - Writers War Board, 1945.
Overwhelming evidence shows that the short story and
advertising copy are prone to use stereotypes of minority
groups and exalt the Anglo-Saxon myth. The stage and the novel
are the most liberal media.
IN FREEDOM'S CAUSE.
Jewish Welfare Board
New York, 1943.
World War II holds magnificent tales of the exploits
of such men as Ensign Stanley Caplan, Ensign Milton Moldafsky,
Lt. Henry Mark, Sergeant Meyer Levin, and Captain Harry
Schreiber. Here are little known heroes.
JEWS IN AMERICA
Editors of Fortune
These results of impartial research on the "Jewish
Problem" are universally quoted. Surprising findings are given
on Jews in Aviation, Tobacco, Retailing, Agriculture, Movies,
Newspapers, Radio, and in Radical Organizations.
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Johnson, Willard. PREJUDICE - HOW DO WE RECOGNIZE IT?
Personal Growth Leaflet #130
Washington, N.E.A.
Very simply and clearly, this thumb-nail sketch of
prejudice states the salient facts. ("The Land Where Hate
Should Die" by Denis McCarthy is also included.)
Johnston, Eric.
INTOLERANCE
Reprint from an address before the
Writers' War Board, 1945.
By honest diagnosis and by stressing the power of the
amalgam of races, we can achieve tolerance, our only hope for
a happy America.
Kiplinger, William. FACTS ABOUT JEWS IN WASHINGTON
Reader s 1 , Djges t , S e p t e ra b e r 1 942 .
Mr. Kiplinger explains why the Jews seem to have more
members working in government agencies than their four per
cent representation in the population warrants.
Lee, Alfred.
RACE RIOTS AREN'T NECESSARY
American Council on Race Relations
Public Affairs Pamphlet #107, 1945.
What a race riot is, the effects of scapegoating,
seven danger signals, ten things to do if a race riot looms,
how the citizen should act during a riot, and how to conduct
oneself after the emergency passes, - these are well summarized.
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Locke, Alain. COLOR, UNFINISHED BUSINESS OF DEMOCRACY
Survey Graphic, November, 1942.
A wealth of material ranging from notebook jottings
of Negro talk along the Atlantic seaboard to discussions of
democracy in Haiti, Jamaica, Brazil, and Africa. Outstanding
pic tures.
McWilliams, Carey. WHAT ABOUT OUR JAPANESE AMERICANS?
American Council, Institute of Pacific
Relations, 1944. Public Affairs
Committee Incorporated.
The amazing fact that no Japanese-American has been
convicted of either sabotage or espionage makes disturbingly
deplorable the enforced segregation and evacuation of this
group into depressingly overcrowded relocation centers. Is
it constitutional to discriminate against a minority on the
grounds of race or ancestry? Is the picture entirely black?
What will thegovernment do about future adjustment?
Murphy, Hon. Frank. ANTI-SEMITISM IS AN UN-AMERICAN _AND
AN UN-CHRISTIAN BRINCIPLE
Congressional Record, May 1944.
After calling attention to the fallacies in the
propaganda which would make Jews the universal scapegoats,
the Associate Justice of the Supreme Court reminds the world
that real Christianity inspires not hate, but love.
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Murphy, Hon. Frank. RACE HATE - THE ENEMY BULLETS CANjj
STOP LIBERTY .
January 6, 1944.
While the United States stops the force of prejudice
abroad, hate is increasing at home. This is an appeal for
American volunteers to fight for American ideals.
Owen, Chandler. NEGROES AND THE WAR
U. S. Office of War Information, 1944.
Profusely illustrated, this bulletin gives extensive
information on all subjects pertaining to Negro life; housing,
health, unions, business, insurance companies, professions,
athletes, schools, newspapers, and organizations for
advancement.
PREJUDICE: OUR POSTWAR BATTLE
Look Magazine, May 1, 1945.
The evils of prejudice - segregation, poverty,
violence, job discrimination, and hate propaganda - can be
overcome by exposing the lies, by legislation, by equal
opportunity, by education, and by knowing one's neighbor.
Sheehy, Rev. Maurice. THE POPES CONDEMN ANTI-SEMITISM
Canadian Conference of Christians and
Jews. 1944,
The early Popes were Jews. Tracing the decrees from
Pope Innocent IV through Sixtus IV, Clement VII, and Gregory
IX and X, the historian finds that all exerted influence to
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check severities against Jews. Many early Popes had Jewish
physicians, as a protection against poisoning. Pius XI made
the now famous pronouncement : "We are Semites spiritually."
Smith, Kate. A TIME FOR T0L£RANCE
Pageant Magazine, April 1945.
Intolerance is inhuman because it cannot be fought
with laws. The challenge, therefore, is to eradicate it from
our own minds and from the minds of our youth.
Smith, Lillian. THERE ASK THINGS TO DO
South Today: Winter, 1944
Whatever our reason for wanting to ease race tension,
there are things all of us can do. Fourteen simple, undramatic
things which everyone can do are listed. For those with mcr e
imagination and energy, five or six other things are given.
For those with courage and wisdom, three things are suggested.
Which is your class?
Sexton, Rev. John. THEY ARE ANTI-GOD
Boston Herald, "" i*ay 1944.
Using the poem, "In Flanders Field," as a backdrop
for his sermon, Father Sexton gives a moving exposition of
what it means to be an American on the civilian front.
TOMORROW THE WORLD All American Comics. 1945
A keenly provocative exposition of the indoctrination
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of youth by Nazi hate and lack of principle. Emil 1 s redemption
in America seems uncertain even after he appears to be sorry
for his misdeeds at the end, What would you suggest for this
typical example of Nazi youth?
Waldron, Webb. RABBI COHEN - FIRST CITIZEN OF TEXAS
Readers1* Digest, February 1959.
Inspiring seventy-five year old Rabbi Henry Cohen,
called by Woodrow Wilson, "the First Citizen of Texas," spends
three-fourths of his time helping people of other faiths. He
obtained, for example, the release from jail of 0. Henry, the
short story writer. Rabbi Cohen has made Galveston a truly
democratic city.
Weltfish, Gene and Alice Nirenberg. MEET YOUR RELATIVES
Council Vs. Intolerance.
Dramatization adapted from "faces
of Mankind."
An up-to-date teen-age vocabulary for the expression
of anthropological facts about race together with a jingling
set of rhymes, makes this important information appealing to
children and adults.
WE'RE ALL AMERICANS Teachers' Manual #2
New York: Council Against
Intolerance in America. 1944,
A subtle approach to the study of minority groups
is the reading of lively tales about children with names like
♦
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Fung, Willoughby Snow, and Roberto. Contributions of
outstanding personalities from many groups, together with an
excellent children's book list make this an outstanding
booklet.
Wylie, Philip. MEMORANDUM ON ANTI-SEMITISM
American Mercury, Janua ry 194 5 .
/
A forcefully expressed expose of fallacies concerning
the Jewish people with a telling point against American
education which emphasizes dissimilarities among nations.
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V. The Answer to the Challenge: Creation of an International
Social Democracy
The ideal toward which the world has made a feeble
beginning is universal brotherhood. The frictional barriers
among groups will never tumble, however, until a virile
campaign of universal education undermines the rotten founda-
tions. Tapping, not pounding, at these fences of ignorance
has been the practice to date. Isolated groups of brave men
blowing the bugles of tolerance can be cited. You will find
them listed in the annotated readings given in the foregoing
pages. The world, however, needs concerted world-wide effort
to accomplish the vast dream of an ordered world worthy of
its benevolent Creator.
This urgent concept of "One World" has been captured
on paper and entitled, Charter of the United Nations. It
reads in part:
Chapter I. Purposes and Principles.
Article 1. Section 2.
"To develop friendly relations among nations based on
respect for the principle of equal rights and self-determination
of peoples, and to take other appropriate measures to
strengthen universal peace;
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Section 3.
"To achieve international cooperation in solving
international problems of an economic, social, cultural, or
humanitarian character, and in promoting and encouraging
respect for human rights and for fundamental freedoms for all
without distinctions as to race, sex, language, or religion."
With these inspiringly bold outlines as a guide, the
world must now set itself to fill in the multitudinous details
which will produce a workable plan from this blueprint. The
United States is making a determined effort to bring other
nations into line with this vision. June, 1946, for example,
brought offers to share atomic secrets.
Such a colossal project depends basically upon the
integration of smaller units into a preconceived whole. For
the united States to become the leading force in the promotion
of this global ideal, the average citizen must have a notion of
the goal and an inner conviction that his part in the outcome
is important. Most people feel noble when expressing ideas of
unity and understanding. Audiences applaud the eloquent
speaker who demands action leading to permanent security and
equality for all. Readers become imbued with resolve after
discovering the results of previsioned Utopia. What does
everyone do about it? Usually nothing. Only influential
people, so the average person thinks, can sway masses toward
the goal. Most of us are specks of insignificance. The t rue
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picture is this: "If we are trying to build a world in which
there is brotherhood, then let us face the fact that we must
build each day our individual ability for fair play as we live
with each other in our daily 'hum-drum' activities,"
How can the average citizen prepare himself for his
role as a maker of destiny? Intelligent adults can make the
world more socially democratic in a number of surprisingly
simple ways.
a. Read extensively. Most people harbor prejudice
and are distrustful of those different from themselves because
they lack information. Reading books and articles such as
trtose previously listed will give an insight into the evil
discrimination and persecution prevalent against minority
groups. It will evoke interest in varied groups and create
predispositions toward sympathetic understanding.
b. Broadcast by word of mouth the interesting truths
that are learned from tnese articles. When the neighbors be-
gin to read this type of literature, too, a new salutary
conversational slant will be created.
c. Listen to radio programs which give information
about minority groups. Congratulate the sponsor of programs
which give recognition to artists of merit from discriminated-
15
Charles LaFollette, Is Brotherhood Enough? American Unity
(March, 1946) pp. 3-6.
•^'•tt moil ctn
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against factions. Boycott those offerings which tend to
disparage people as a group or assign unfavorable character-
istics to them.
d. Make it a point to mention such short moving
pictures as the one entitled, "Don't Be a Sucker." This was
unobtrusively slipped in between the two main pictures at the
Metropolitan Theatre in Boston during July of 1946. In an
interest-sustaining manner, the methods of flag waving, hate
mongering orators were exposed by an anti-Nazi professor.
e. Read and talk about stories dealing with heroes
who have names suggesting minority groups. See "Fighting
for America" as an example of courageous Jewish heroes in
World War II.
f. Spread such news as that concerning the high
percentage of fallacy and irrationality in current beliefs and
rumors. In Mrs. Raymond Clapper's recent book, Washington
Tapestry, are several points which the average citizen might
mention casually. "The ridiculous scare over the Catholic
Pope coming to rule over the United States hung over into the
Hoover administration."^-6 Here is an example of unemotional
refutation which can do more good than a multitude of denun-
ciations against the poison of hate-propaganda. Another such
passage is this : "No hfctel in the capital of this nation,
dedicated to the principle that 'all men are created equal'
16
Olive Ewing Clapper, Washington Tapestry. New York: p«9,
Whittlesey House, 1946.
(
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would accept a reservation for this distinguished artist,
(Marian Anderson), whose voice Arturo Toscanini said was
'heard only once in a hundred years'. t,x
g. Join round table discussions and seminars on
questions of intergroup harmony. The National Conference of
Christians and Jews has such groups in all cities.
h. Encourage the inclusion of all faiths and races
in civic enterprises, such as Red Cross Drives and Community
Fund Campaigns.
i. Join clubs and activities which do not discrim-
inate because of religion or ancestry. Boycott those which
do. This might be extended to hotels and eating places.
j. Support organizations, orally and financially,
that work actively for better intergroup harmony. Boston has
its share of them: The Governor's Committee for Racial and
Religious Understanding, The Living Flame Foundation, The
Anti-Defamation League, and the Boston Center for Adult
Education.
k. Learn to know your neighbors in order to discover
that those with racial backgrounds different from your fore-
bears can still be upright, generous, and cultured.
1. Be careful to correct slipshod thinking so that
unconscious betrayals of speech will not spread ill-will:
17
Op. cit. pp. 210-211.
t-
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" jewing him down," "dirty as a nigger," "shanty Irish,"
"tight as a Scotchman," "lazy as a Mexican," "sly as a Jap,"
"low-down as a Kraut."
m. In street cars and buses, if the first empty seat
happens to be next to a person who has conspicuous traits, a
Negro or an Oriental, for example, sit in this vacant place
unconcernedly. Feeling virtuous while so doing is, of course,
snobbishness in one of its least forgiveable forms.
n. Engage in conversation with persons different from
those of your own group whenever natural opportunities arise.
This will overcome the self-consciousness which most people
feel when entering upon new situations. Students in cosmo-
politan high schools and colleges have a chance in this line
which they ought to realize more fully.
o. Keep in mind that each person ought to be judged
as an individual, not in relation to a group dependent upon
his ancestry or religion. Ruth Benedict, the anthropologist,
says: "We shall have banished racism when we treat every man
and woman as a person in his own right, without reference to
any label of race or country of origin,"
While the average person can thus do a great deal
toward the fulfilling of a dream based on a united world, the
educator can do much more. "Since wars begin in the minds of
18
Ruth Benedict, Racism is Vulnerable. The English Journal
(June, 1946). p. 301.
c
-69-
men, it is in the minds of men that defenses must be
cons true ted. "^ <jhe classroom, therefore, must become the
focal point of the future with the teacher as a dynamic
worker. We need a few guiding principles in this relatively
uncharted field.
a. Again and again, the relegation of prejudice
in the educator to the realms of non-existence must be stressed
as the primary requisite. Readings of the type previously
mentioned will overcome ignorance and condition the emotions.
b. The atmosphere of a classroom can do much to
stimulate correct thinking. Maps, such as those issued by the
Council Against Intolerance in America, show the "orchestra-
tion of diversity in America which is_ America. "^ Students
ask questions about this colorful map and are interested in
locating the areas where the various peoples settled. This
supplies natural motivation in any classroom, regardless of '
the subject being taught. A bulletin board containing pic-
t
tures and articles, together with a copy of the United Nations
Charter is also valuable.
c. Should a special course to promote world harmony
be established? Edna Ferber in an article entitled, "Remedies
T9
Quotation from the UNESCO Constitution.
20 '
Horace M. Kallen, Of the American Spirit. The English
Journal, ( June 1946). p. 293.
J
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for Hate" believes this is necessary. Most educators feel
that incidental teaching, together with some deliberate in-
corporation of the theme into existing studies, is a more
profitable method. Several English instructors report success
with supplementary readings, selected themes in composition
work, and vocabulary words which include terms connected with
race, religion, and prejudice. Science teachers use anthro-
pological findings to refute racism and to stress in biograph -
ical reports of scientists, the variations in their backgrounds.
Music offers the same splendid opportunity with composers1
lives and samples of outstanding music from all races. The
social studies are an excellent medium for the discussion of
little known benefactors of democracy who belong to minority
groups, for the study of propaganda, and for an insight into
the ramifications of "all men are created equal."
d. How should the subject be approached? Each class
will need special handling according to the local situation.
This is the main reason why most educators believe no course
of study on the subject can d6 more than indicate broad
outlines. To find out how a class feels about the topic, a
teacher can begin with a group such as the Indian or the
Jugoslavian which is not represented in the classroom. Pupils
in a minority group are often sensitive and they may become
acutely self-conscious and highly distressed at being singled
out for discussion. Stories, poems, and plays have a greater
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emotional appeal than formal essays. Often, the s tudents are
not aware of the aim behind the tales. They enjoy hearing
stories of peoples from other lands or of new groups in our
own land. Because the stories are sympathetically drawn,
students are conditioned favorably toward the group.
e. Allow pupils to borrow books and stories of
people from other lands. These may often be utilized in oral
composition work or in free discussion. My Antonia by Willa
Cather, for example, will give insight into the problems of
adjustment faced by newcomers and the difficulties encountered
by people unfamiliar with the language of a country.
f. Scrapbooks are general favorites. A classroom
book, cared for by an elected committee, can contain all the
pertinent clippings, cartoons, pictures, and original drawings
which the students contribute. Having pupils sign their names
to the items stimulates interest. A weekly report on the
findings will add to the enthusiasm and knowledge.
g. Some of the best incidental teaching can come as
a result of local incidents - name calling, anti-Semitic
demonstrations, or neighborhood events such as a proposed
Hegro housing project or church. The motivation is ready made
in these cases but the educator must act as a wise moderator
to keep the discussion from becoming too emotional.
h. Such special events as Brotherhood Week in
February or United Nations Week in September, 1946, should
-72-
serve as a hub around which activities pointing to world unity-
can revolve. Art posters, radio enactments in the classroom,
plays in the school auditorium, such music as the Ballad of
21
Americans sung by the glee club, choral speaking of Rose
Benet's America Means — , guest lecturers of varied races and
creeds, and moving pictures such as The Negro Soldier offer
possibilities. Moving pictures should be preceded by some
discussion or preparation in order to be effective.
i. Club periods offer unique opportunities for in-
cidental teaching. Having a student act in a little drama
where he becomes a member of a despised minority group will
leave an indelible impression. Suppose a pupil has absorbed
the "white supremacy" doctrine. By having the pupil portray
George Washington Carver or Mirian Anderson, subject to the
indignities of riding in freight elevators and dirty Jim Crow
cars, a reversal of feeling is engendered through understanding
Because of the greater freedom in a club period, statements
can be challenged. A pupil, for example, declares that Negroes
commit more crimes than white men because they are naturally
lov/ in morals. By keeping an accurate check of the accounts in
newspapers, this will prove to be false.
21
John Latouche and Earl Robinson, Ballad of Americans.
Robbins Music Corporation, 1940.
4
-73-
j. If a school publishes a magazine or a newspaper,
one issue devoted to the aspects of harmony, domestic and
global, is a worthwhile project. Try to interest the v/hole
school in the varied ramifications. Perhaps a section of each
issue could be devoted to the subject. This need not consist
of formal essays. Stories, poems, news events, accounts of
students from varied groups who are outstanding in sp orts,
scholarship, or art will put the point over well.
k. Many schools have time on a commercial radio
station allotted to them as a public service feature. Drama-
tizations of such appealing subjects as Welfish and Nirenberg's
Meet Your Relatives, which is an adaptation of Rutri Benedict's
The Races of Mankind, or original plays based on such themes
as They Got the Blame are most effective. Philadelphia has a
teachers' radio council which collaborates with the educational
council of Station WJR to produce original plays. Some of
these are about misunderstood groups such as the Chinese. The
scripts are better than professional material because they are
produced from a local situation. Recordings are made in the
stadio and these are available to all schools in the city.
A valuable project of this type deserves greater attention.
1. Commercial radio programs are also doing splendid
work on the theme of world unity. Every educator ought to be
aware of what is being offered and publicize the listings.
All during the summer of 1946, for example, on Saturdays at
-74-
eleven- thirty in the morning, the National Broadcasting Company
produced Home Around the World. This series pointed out the
"basic, underlying characteristics, traditions, and customs
which we in the United States have in common with other nations
in order to help us toward a better understanding and respect
for those points in which we differ.
"The series will point out ways in which we can
overcome geographical boundaries which divide us, arbitrary
barriers which separate people into majority and minority
groups, surface differences which label individuals according
to their ancestry, politics, economic status, race or religion.
"Much more than official machinery established by
fifty-one nations to insure peace, the United Nations is a
world agency for peace, and the members of the United Nations
have the grave responsibility of representing not only nations
but People - all the men, women and children who inhabit the
earth."22
Material which can be used all year by the educator
will be broadcast during the nation wide celebration of United
Nations Week from September third to ninth, 1946. This is £he
first meeting of the United Nations Assembly in New York.
Other suggestions may be obtained from the National Education
Association, 1201 Sixteenth Street N.W., Washington, D.C.
22
Bulletin of the National Broadcasting Company, June, 1946.
-75-
Another helpful organization is the American Association for
the United Nations, 45 East 65th Street, New York City.
In a recent statement, Eric Johnston declared: "The
ideal of the United Nations, a community of mankind, can never
be realized until the peoples of the earth come to know and
understand each other." Such a goal demands leaders; for
global unity is an intricate mosaic, the building of which
demands superlatively integrative skill. Because of her power-
ful world position, her democratic principles, and her hetero-
geneous background, the United States is well fitted to assume
this role of master planner. By thoughtful reading, by trans-
lation of this reading into right action, by interpretation of
group differences, by persuasion of youth to the necessity for
active good-will, the United States educator will be able to
meet the grave challenge of this atomic age. With concerted
effort, this continent can knit its diversity into a land
capable of holding a light to guide all nations toward security
Then, the famous pronouncement of the Goddess of Liberty will
become an even greater inspiration: "I lift my lamp beside
the golden door."
23
Emma Lazarus - Verse from the inscription on the base of the
Statue of Liberty
♦
-76-
1
1
BIBLIOGRAPHY
Books
Adamic, Louis From Many Lands. New York: Harper &
Brothers, 1940.
— Americans All. Washington: Department of Supervisors and
Directors of the National Education
Association, 1942.
Benedict, Ruth Race: Science and Politics. New York:
Modern Age Books, 1940.
Benedict, Ruth Race and Cultural Relations. National
and Mildred Ellis Education Association, Washington, 1942.
Brown, Francis One America. New York: Prentice Hall, Inc.
and Joseph Roucek 1945.
Brown, Spencer They See for Themselves. New York: Harper
6c Brothers, 1945.
Clarke, Edwin L. The Art of Straight Thinking, New York:
D. Apple ton Company, 1932.
Clinchy, Everett All in the Name of God. New York: John
Day Company, 1934.
Cottier, Joseph Heroes of Civilization. Boston: Little
and Haym Jaffe Brown and Company, 1940.
Davis-Dubois, Get Together, Americans. New York:
Rachel Harper ec Brothers, 1943.
Drabinowicz, Art Appreciation As a Medium for Inter-
Stanley cultural Education. Harvard Workshop 1944.
Embfee, Edwin American Negroes. New York: John Day Co.
1942.
Embree, Edwin Brown Americans. New York: Viking Press 194
Embree, Edwin Thirteen Against the Odds. New York:
Viking Press, 1944.
Fitch, Florence One God. New York: Lothrop, Lee, aid
Shepard Company, 1944
Girault, Willia Let's All Be Americans. Harvard Workshop
1944.
2
-77-
Graeber, Isaque
and Steward Britt
Hansen, Marcus
Ha skin, Sara
Jews in a Gentile World. New York:
MacMillan Company, 1942.
The Immigrant in American History. Mass:
Harvard University Press, 1940.
The Upward Climb. Council of Women for
Home Missions, 1927.
Herrick, Arnold This Way to Unity. New York: Oxford Book
and Herbert Askwith Company, 1945.
Holbrook, Sabra
Jackson, Ada
Johnson, Charles
LaFarge, John
Lasker, Bruno
Locke, Alan and
Bernard Stern
Mahoney, John J.
McLellan, Mary and
Albert DeBonis
Mead, Margaret
My r da 1 , Gunnar
Negro in Chicago,
The
Childreii Object. New York: Viking Press
1943.
Behold the Jew. New York: MacMillan
Company, 1944.
Growing Up In the Black Belt. Washington:
American Council on Education, 1941.
The Race Question and the Negro. New York:
Longmans Green Company, 1940.
Race Attitudes in Children. New York:
Henry Holt and Company, 1929.
When Peoples Meet. New York: Committee
on Workshops, N.E.A. 1942.
r or Us The Living. New York: Harper &
Brothers, 1945.
Within Our Gates. New York: Harper &
Brothers, 1940
And Keep Your Powder Dry. New York:
William Morrow, 1942.
An American Dilemma. New York: Harper &
Brothers, 1944.
Chicago Commission on Race Relations.
Illinois: University of Chicago Press,
1922.
--New Tools for Learning About War and Postwar Problems.
New York: ^ew Tools for Learning Press,
1944.
1
-78-
>
ft
Ottley, Roi New World A-Coming. Boston: iJ-oughton
Mifflin Company, 1943.
Powdermaker , Hor tense Probing Our Prejudices. New York: Harper
& Brothers, 1944.
Runbeck, Margaret L. The Great Answer. Boston: Houghton
Mifflin Company, 1944.
Scollin, Marie An Outline for a Study Discussion Group
in Areas of Intercultural Education.
Boston: Harvard Workshop, 1944.
Silcox, Claris and Catholics, Jews, and Protestants
Galen Fisher New York: Harper & Brothers, 1934.
--We Americans Boston: Atlantic Publishing Company
1939.
Wise, James and Mr. -Snith Meet Mr. Cohen. New York:
Lee Levinger Reynal 6c Hitchcock, 1940.
Vickery, William Intercultural Education in American
and Stewart Cole Schools. New York: Harper & Brothers,
1943.
-79-
Bulletins
— A B C's of Scapegoating
Allport, Gordon.
Allport, Gordon
— Americans All
--American Unity
--An American Answer to
Intolerance
--Anti-Defamation Booklets
Baker, Emily
Benedict, huth and
Sene Weltfish
Briggs, Thomas
— Brotherhood of Good Men
Brown, Earl
Caliver, Ambrose
Chicago: Central YMCA College 1944
"The Bigot in Our Midst."
Commonweal . October 6, 1944.
"Is Intergroup Education Possible?
Harvard Educational Review, March,
1945.
A Short History of American Jews.
Chicago: Anti-Defamation League
1944.
Council Againstlntolerance in
America. 17 East 42nd St., New
York, N.Y. (monthly)
New York: Council against Intol-
erance in America. 1944.
100 North LaSalle Ave., Chicago
Joe Doakes Pamphlets
Barney Ross
That Guy Levy
Three Pals
I Know My Neighbors
Here Is What I Say
"Do We Teach Racial Intolerance?"
Historical Outlook, February 1933
Races of Mankind. Public Affairs
Pamphlet #85.
"What the Emotions Do to Our
Thinking" Teachers College Record
February 1935.
Can We Have It in Our Time?
American Unitarian Association.
"Negro Vote - 1944" Harpers
July, 1944
Sources of Instructional Materials
on the 'Negro. U.S. Office of
Education, 1944 0
-80-
Carter, Thyra
Chapman, Emmanual
Cole, Walton
Critical S+udy of
Prejudice, A
Currier, Isabel
Cushing, Richard
Doyle, Thomas
Duff us, Robert.
"Racial Elements in American History
Textbooks." Historical Outlook, April 1931
"Another Blare of Bigotry against Be- J
nighted Catholics." America, June 26,1940
Live and Help Live. Boston: Beacon Press
1944.
Boston Council of Church Women, 1944.
"Prejudice Among the Unprejudiced."
Common Ground, Spring, 1945.
"Archbishop Warns Jews and Catholics of
Discrimination." Boston Globe , May 14,
1945.
"We Spiritual Semites." ax tens ion
February, 1942.
"Where Do We Get Our Prejudices?"
Harpers, September, 1926.
Readers' Digest, March, 1937.
Education for Brotherhood International Journal of Religious
Education, February 1944.
Fighting for America National Jewish Welfare Board, 1944.
Giles, H. H. Agencies in the Field of Intercultural
Education. Bureau of Intercultural
Education, New York.
Rabbi on Iwo. A nti- Defamation League
100 N. LaSalle Avenue, Chicago.
They Got the Blame. International
Committee of the YMCA . New York:
Association Press, 1942. Comics Format:
National Conference of Christians and
Jews, 381 F/Ourth Avenue, New York
Governor's Committee for Racial and Religious Understanding.
Public Policy Pamphlet, 1944.
Hammer stein, Oscar The Myth, that Threatens America.
Writers War Board, 122 JK. 42nd Street,
New York. 1944.
Gittelsohn, Roland
Gould, Kenneth.
-81-
"Hitler's War Against the
Catholic Church."
Look Magazine, December 29, 1942
How Writers Perpetuate
Stereotypes
Writers 'War Board, 1945.
Human Relations
The Christian Century. January-
Si, 1931.
Hurley, Doran
"Irish Persecutions in America"
American Mercury. Mary, 1939.
Hurwitz, Francis
"Not So Funny After All."
Christian Leader, 1945.
Improving Racial Understanding and Respect for Religious
Differences through Education. Report of the Conference of
Superintendents of Schools,
Bridgewater, Mass. April 20,1944.
In Freedom's Cause
Jewish Welfare Board. New York,
1943.
"Jews in America"
Editors of Fortune, 1943.
Johnson, Alvin
"Goodwill to Men" Atlantic,
December, 1933.
Johnson, Willard
Prejudice - How Do We Recognize It
Personal Growth Leaflet #130 N.E.A
•
•
Johnston, Eric
Intolerance. Address before the
Writers ifar Board, 1945.
Kip linger, V. M.
"Facts about Jews in Washington"
Readers' Digest, September 1942.
Lee, Alfred
"Race Riots Aren't Necessary."
Public Affairs Pamphlet #107, 1945
"Let's Face the Race Question" Town Meeting Bulletin. American
Press, Columbus, Ohio, Feb. 19 44
>
Littell, Norman
Locke, Alain
Nazi Conspiracies in the United
Stages. National Committee Against
Persecution of the Jews, 1944.
"Color, Unfinished Busine ss of
Democracy," Survey Graphic, Nov.
1942.
-82-
Mar shall, James
McGinnis, H. G.
McWilliams, Carey
McWilliams, Carey
"The Anti-Semitic Problem in America"
Atlantic Monthly, August 1941.
"Why Bigotry?" Negro Dip.es t, Dec. 1943
"Minority Groups in the United States."
Ort Economic Review, August, 1944.
What About Our Japanese-Americans?
American Institute of Pacific Relations
Public Affairs Committee, 1944.
Minority Peoples in a Nation at War. Annals of the American
Academy of Political and Social Science
September, 1942.
Murphy, Frank
"Anti-Semitism is an Un-American and an
Un-Christian Principle." Congressional
Record. May, 1944.
Negro History Bulletin. Assocation for the S*.udy of Negro
Life and History, May, 1944.
Newsletter
Governor's Committee toward Racial and
Religious Understanding in Massachusetts,
March, 1945.
Out of the Many - One A Plan for Intercultural Education.
Bureau of Intercultural Education, N. Y.
Owen, Chandler
Playfair, W. E.
Negroes and the War. U. S. Office of
war Information, 1945.
"Hoodlumism in Boston" Boston Herald
August 21, 1945.
"Prejudice: Our Postwar Battle" Look Magazine. May 1, 1945.
Propaganda Battlefront Friends of DaHHocracy, May 29, 1943.
Religious Booklist
Riley, Arthur
Ross, J. Eliot.
National Conference of Christians and
Jews. 1945.
Anti-Semitism. Radio Replies Press 1944
"Catholics and Anti-Semitism."
Ecclesiastical Review, May, 1939.
-83-
Roucek, Joseph, Alice
Hero and Jean Downey
fry ail, Henry
The Immigrant in Fiction and
Biography, Bureau for Intercultu-
ral Education. 1945.
The Jew as a Patriot. Park Square
Building, Boston.
Schreiberling, Edward "Tolerance Is Americanism," American
Legion Magazine. April, 1945.
Seminar at Harvard Calvert Hound Table of Boston, 1929.
Sexton, John
Sheeny, Maurice.
Smertenko, Johan
Smith, Kate
Smith, Lillian
Smith, Mapheus.
"They Are Anti-God," Boston Herald
May, 1944.
The Popes Condemn Anti-Semitism. Canadian
Conference of Christians and Jews .
"Hitlerism Comes to America" (Organized
Anti-Semitism in the U.S.) Harpers
November, 1933.
"A Time for Tolerance" Pagenat Magazine
April 1945.
"There Are Things To Do" South Today
Winter Number 1942-43.
"Second Report on Changes in Attitudes
Toward the Negro" School and .Society,
April 3, 1943.
Some Good Practices in Intercultural Education. Religious
Education, April, 1944.
Spellman, Francis.
Springfield Plan;
Butler, Jane:
Chatto, Clarence
Fine, Benjamin
"Bigotry Is Un-American," American
Magazine, 1944.
"A Community Demonstrates Democracy,"
Parents1 Magazine, 1944.
"An Experiment in Human Relations"
Massachusetts Teacher, March, 1945.
"The Springfield Plan for Education
Against Intolerance and Prejudice."
Menorah Journal, 1944.
-64--
Fine, Benjamin
nalligan, Alice
Smith, Helena
"Total War On Intolerance" Liberty
March 4, 1944.
"A Community's Total War Against Intol-
erance." Journal of Education, 1944.
"Your Town Could Do It, Too," Woman' s
Home Companion, June, 1944.
Springfield Units prepared by the Board of Education? 1944.
To Parents - A Message. Van Sickle Junion High School, 1@44.
Stewart, Maxwell The Negro in America. Public Affairs
.et #95 (Summary of An American
The tie |
Pamphlf
Dilemma by Gunnar Myrdal) 1944
Supplementary Units for the Course of Study in Social Studies
by Superintendent Johnson of Chicago.
These Are the Facts
National Jewish Welfare Board, March 1,
1945.
Tomorrow the World All American Comics, 1945.
United We'll Stand
Journal of Educational Sociology
February, 1943.
Valuable Books on the Negro. Associated Publishers, Inc.
Verona, Sister M.
Vickery, William
and Helen Trager
"Differences Between Black and White,"
Catholic Digest, July, 1944.
One Nation Indivisible. State Council of
Defense, New York.
"Rabbi Cohen - First Citizen of Texas"
Headers' Digest, February 1939.
Vyaldron, Webb.
Wartime Employment of Negroes in the Federal Government
Weltfish, Gene and
Alice Hirenberfe
Committee on Fair Employment Practice
1944.
Meet Your Relatives. Dramatization
adapted from Races of Mankind by Ruth
Benedict, 1945.
We're All Americans
New York: Council Against Intolerance in
America, 1944.
-85-
When Faith Meets Faith
Willkie, Wendell
The Christian Liberal Journal of
Religion, 1931.
"The Case for the Minorities."
Saturday Evening Post. June 27,
1942.
Writers War Board Radio Dramatizations
Scapegoats in History. Documentary by Ben Kagan.
There Are Thinps to Be Done. Documentary by Mitchell
Grayson.
Wylie, Philip.
"Memorandum on Anti-Semitism."
American Mercury, January, 1945.
»
6
-86-
VII, Materials Free to Educators
A. Pamphlets and other publications
la American Unity - A monthly educational guide
Council Against Intolerance in America,
17 East 42nd Street, New York City.
2. Anti -Defamation League of Bfnai B'rith
100 North LaSalle Street, Chicago, Illinois.
68 Devonshire Street, Boston, Massachusetts.
3. Bureau for Inter cultural Education
119 West 57th Street, New York City.
4a Governor's Council for Racial and Religious
Unde r s tanding
200 Newbury Street, Boston, Massachusetts,
5a National Conference of Christians and Jews.
73 Tremont Street, Boston, Massachusetts.
B. Map - America, A Nation of One People from Many
Countries
Council Against Intolerance in America,
17 East 42nd Street, New York City.
C . Scripts
( Monthly radio presentations adaptable for
discussions or broadcasts in schools or clubs)
See November, 1945, on "Prejudice, Challenge
to Democracy."
Radio Department of American Mercury Magazine
570 Lexington Avenue, New York City,
-87-
Films ( On Loan )
1. American Creed ( time - three minutes )
Nine Hollywood stars go on record in favor
of intergroup unity.
National Conference of Christians and Jews
381 Fourth Avenue, New York City, New York.
2. Don't Be A Sucker ( time - twenty minutes )
Paul Lukas eloquently explains the hate
technique in this Paramount picture.
National Conference of Christians and Jews
381 Fourth Avenue, New York City, New York,
3. Greater Victory ( time - twenty- two minutes )
As a result of the burning of an American
Protestant church by a Nazi hate monger,
a minister, a priest, and a Rabbi dis-
cover mutual interests.
National Conference of Christians and Jews
381 Fourth Avenue, New York City.
4. The House I Live In ( time - ten minutes )
By singing the song listed in the title,
Frank Sinatra interprets the interracial
aspects of democracy to a group of boys.
National Conference of Christians and Jews
381 Fourth Avenue, New York City, New York.
1
-88-
5, New Americans ( time - twenty minutes )
This shows the contributions of newcomers
to the United States, such as author
Thomas Mann and professor Albert Einstein,
United Service for New Americans, Inc.
15 Park Row, New York City, New York,
E. Exhibits ( On loan )
1. Tolerance Can Be Taught
2. The Negro in American Life
3. The Jew in American Life
4» Pictures for Democracy
Posters, maps, cartoons, graphs, slide films,
and enlarged photographs make a spectac-
ular display. The exhibit s are sent
on loan for stated periods.
Council Against Intolerance in America
59 West 56th Street, New York City, New York,
P. "Comic" Books
1. They Got the Blame ( Scapegoats in History )
Council for Equal Job Opportunity
923 City Centre Building
121 North Broad Street, Philadelphia, Penna.
2# Wizard of Science ( George Washington Carver )
Parents Magazine Press, True Comics, Oct. 1943
52 Vanderbilt Avenue, New York City, New York.
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